Year Plan: Kindergarten

September- December 2019

Mr. Merkley

Assessments used During Practicum

Visual: Anecdotal notes – short notes that describe observations throughout the day, I will have differing sheets to write about each student,
which will be dated.

- Observations:

- Behaviour
- Academic

Physical: Portfolios and work physically created by the students to show their growth over time. This shows teachers, parents and students
themselves what they are accomplishing within the classroom. Encouraging students to be engaged in the selection process will also increase
the value of the presentation of their work.

• Student work in portfolios/ printing journals

• Pictures and Videos

• Self-assessment

Checklists: Checklists teacher will create for students to ensure they are fully engaged in curriculum, and meeting all outcomes and goals to be
met through a variety of activities.

Conversational: Conversations with students are key to gauging their success within the activities, and to gather information on what they have
comprehended with each lesson. Discussion notes will also be included in student’s anecdotal notes.

comprehended with each lesson. Discussion notes will also be included in student’s anecdotal notes.

Pictures/Video: Taking videos and photographs of children for student portfolio. Videos of conversations with students in order to articulate
understanding. Videos of work time to refer back to at a late point.

Unit #1: WELCOME TO KINDERGARTEN

Unit Duration: 3 weeks (September 3- September

Teacher Inquiry Question for Unit: How can we make sure we have a safe and exciting school year?

How and to what extent am I unique from others in my class?

How and to what extent do I belong in this class?

GLOs and SLOs (Focus of Instruction and Assessment) Inquiry Question Topic: Creating a Safe and Exciting School Year
Month Focus: Themes
WELCOME TO KINDER/ ALL ABOUT ME - Rules and Routines
- Expectations
- All About Me
- Mindfulness
- Kindness
- Being a good friend

Literacy: Activities:
- Printing
Listening and Speaking - Letter Yoga
- Name writing activities
Writing and Representing - Sharing exercises
- Listening to book/animated books
Reads own first name, environmental print and symbols, words that - Literacy Centers
have personal significance and some words in texts.

Shares personal experiences prompted by oral, print and other

media texts

Identifies favourite stories and books.

Experiences a variety of oral, print and other media texts.

Expects print and pictures to have meaning and to be related to

each other in print and other media texts

Prints own name, and copies environmental print and words with
personal significance.

Forms recognizable letters by holding a pen or pencil in an

appropriate and comfortable manner

Attends to oral, print, and other media texts on topics of interest

Talks about own reading and writing experiences

Listens to experiences and feelings shared by others

Connects related ideas and information

Identifies and generates rhyming words in oral language

Hears and identifies sounds in words

Categorizes objects and pictures according to visual similarities and

differences.

Numeracy: Activities:
- SMART Board Songs (use to get understanding of where
Develop Number Sense students are at)
say the number sequence 1 to 10 by 1s, starting anywhere from 1 to - Number Games
10 and from 10 to 1 - Pattern Blocks
- Manipulatives
Sort a set of objects based on a single attribute, and explain the - Math Centers
sorting rule. [C, CN, PS, R, V]

Build and describe 3-D objects. [CN, PS, V]

Personal and Social Responsibility: Activities:

- Class books
Gets to and from destinations within the school - Centers (Inquiry, Exploration, Math, Literacy)
- Portfolios
Separates from parents/ guardians willingly when in familiar and - Routine practice
comfortable settings - Sharing circle/talking stick

Follows the rules and routines of familiar environments

Perceives self as capable of learning

Environment and Community Awareness: Activities:
- Exploration time
Explores and investigates objects and events in the environment - Center work
- Manipulatives
Becomes aware of the five senses and how they are used to explore, - Art Project- 5 senses in our environment
investigate and describe the world s - Circle Time
- Story time
Identifies familiar shapes and symbols in the environment and
community; e.g., circles, squares, stop signs and traffic lights
 Identifies familiar sounds in the environment and community; e.g.,
school, home, weather, animals and machines.

Uses simple tools in a safe and appropriate manner

Recognizes the need to care for materials, and uses materials

without wasting them

Physical Skills and Wellbeing: Activities

- Outdoor play
Develops fine motor skills involving finger speed, arm steadiness, - Recess
arm and hand precision, finger and hand dexterity, and the - Phys Ed Games
manipulation of small materials
Tag Games
Develops perceptual–motor skills through activities involving eye–
hand coordination; e.g., looking at picture books, stringing beads, Physical Literacy Stations
cutting, pasting, drawing and collage work.
- Introduction to Yoga/Mindfulness activities
Demonstrates an understanding of basic rules and fair play - Cut/paste introductory activities
- Crafts
- Puzzles

Citizenship and Identity: Activities:

- Group work
K.2.3 appreciate how their participation in their communities affects - Discussions
their sense of - Teamwork challenges/activities
belonging (CC, I) - Puzzles

K.2.5 examine ways in which people create a climate of cooperation

by exploring and
reflecting upon the following questions for inquiry
Creative Expression: Activities:
- SMART Board songs, dances, activities
The child explores self-expression through creative thought and - Yoga/Mindfulness Activities
through language, art, movement, music and drama. - Wiggle Breaks
- Puppet Show
Experiences movement to respond to a variety of stimuli; e.g., music - Mini Play

Experiences body awareness when performing dance activities

Uses imagination creatively in dramatic play; e.g., story, puppets,

role play and mime

Unit Theme: KIND TO EARTH

Duration: 4 weeks (September-October)

Teacher Inquiry Question for Unit: How can we make sure to take care of our earth and why is this important?

GLOs and SLOs (Focus of Instruction and Assessment) Inquiry Question Topic: Earth is the MOST Amazing Home
Unit Focus: Themes
KIND TO EARTH - Kind to Earth
- Rocks
- Leaves
- Living and non-living
- Animals
- Fall
- Recycling
- Sustainability

Literacy: Activities:
- Yoga Letters
Speaking and listening - Literacy Centers
- Storytime
Reading and viewing - Exploration Time
- Inquiry Projects
Writing and representing
Resources:
- Books/animated books about earth
The child listens, speaks, reads, writes, views and represents to - Miniature Globes
explore thoughts, ideas, feelings and experiences.

Shares personal experiences prompted by oral, print and other

media texts

Talks about ideas, experiences and familiar event

Talks and represents to explore, express and share stories, ideas and
experiences.

The child listens, speaks, reads, writes, views and represents to

comprehend and respond personally and critically to oral, print and
other media texts.

Attends to oral, print and other media texts on topics of interest

Makes statements about topics under discussion

Asks questions to satisfy personal curiosity.

Seeks information from a variety of sources, such as people at

school, at home, in the community, picture books, photographs and
videos

Categorizes objects and pictures according to visual similarities and

differences.

Represents and talks about ideas and information; dictates to a

scribe.

Shares new learnings with others

Numeracy: Activities:
- Math Centers
Develop Number Sense - SMART Board Activities
- say the number sequence 1 to 10 by 1s, starting - Full class activities/discussions
anywhere from 1 to 10 and from 10 to 1 [C, CN, V] - Math Center open during exploration time
- relate a numeral, 1 to 10, to its respective quantity. - Math Games
- [CN, R, V] - Board Games
- represent and describe numbers 2 to 10, concretely and
pictorially. - Hopscotch
- [C, CN, ME, R, V] - Dice
- compare quantities 1 to 10, using one-to-one
correspondence.
- [C, CN, V]

Use direct comparison to compare two objects based on a single

attribute, such as length (height), mass (weight) and volume
(capacity). [C, CN, PS, R, V]

Sort 3-D objects, using a single attribute. [C, CN, PS, R, V] •

Build and describe 3-D objects.

Personal and Social Responsibility: Activities:

- Literacy Centers
The child develops positive attitudes and behaviours toward - Math Centers
learning - Exploration time
- Inquiry Projects
Perceives self as capable of learning - Full class activities/discussion
 - Daily meetings
Shows respect for self

Demonstrates curiosity, interest and some persistence in learning

activities

Participates actively in learning tasks

Shows willingness to explore and expand learning, and to try new

things

Shows willingness to adapt to some new situations

Demonstrates awareness of honesty

Expresses preferences, and identifies basic personal likes and

dislikes.

Environment and Community Awareness: Activities:

- Books about the earth
The child demonstrates curiosity, interest and a willingness to learn - Shows/videos about the earth
about the environment and community - Exploration time centers/materials/manipulatives about
the earth
Explores and investigates objects and events in the environment - Schoolyard walk and exploration
- Walk through the neighbourhood
Shows awareness of similarities and differences in living things, - Litter and Recycling videos online
objects and materials - Books about littering and recycling
- Classroom/Hallways cleanup
Demonstrates awareness of the properties of objects and events in - Schoolyard Cleanup?
the environment - Sorting Recycling class activity

Recognizes the need to care for materials, and uses materials Resources:
without wasting them - Recyclable materials

Becomes aware of the importance of protecting the environment.

Recognizes changes in weather and some ways people and animals

adapt to the seasons; e.g., different clothes and migration

Describes a variety of homes; e.g., for people, animals, birds

Recognizes familiar animals and their characteristics and

surroundings; e.g., farm and zoo

Physical Skills and Wellbeing: Activities

- Outdoor play
Develops fine motor skills involving finger speed, arm steadiness, - Recess
arm and hand precision, finger and hand dexterity, and the - Phys Ed Games
manipulation of small materials
Tag Games
Develops perceptual–motor skills through activities involving eye–
hand coordination; e.g., looking at picture books, stringing beads, Physical Literacy Stations
cutting, pasting, drawing and collage work.
- Introduction to Yoga/Mindfulness activities
Describes and observes safety rules in the home and the school; - Cut/paste introductory activities
e.g., bathroom, kitchen, stairs, playground - Crafts
- Puzzles
Recognizes personal abilities while participating in physical activity

Experiences how physical activity makes one feel

Experiences the basic skills in a variety of environments; e.g.,

playground

Citizenship and Identity: Activities:

 - Group work
K.2.3 appreciate how their participation in their communities affects - Discussions
their sense of - Teamwork challenges/activities
belonging (CC, I) - Puzzles
- Inquiry Projects and Questions (Class/Group)
K.2.5 examine ways in which people create a climate of cooperation
by exploring and - Teacher-Guided Centers
reflecting upon the following questions for inquiry

K.S.6 develop age-appropriate behaviour for social involvement as

responsible citizens
contributing to their community, such as:
• being a classroom helper
Creative Expression: Activities:
- SMART Board songs, dances, activities
The child explores self-expression through creative thought and - Yoga/Mindfulness Activities
through language, art, movement, music and drama. - Wiggle Breaks
- Puppet Show
Participates in action songs, singing games and poems - Mini Play
- Inquiry Projects
Experiences movement to respond to a variety of stimuli; e.g., music - Exploration Time

Experiences body awareness when performing dance activities

Uses imagination creatively in dramatic play; e.g., story, puppets,

role play and mime

Uses past experiences to develop new ideas

Explores familiar materials in new ways

Unit Theme: KIND TO SELF

Duration: 4 weeks (October-November)

Teacher Inquiry Question for Unit: How and to what extent can we take care of our bodies and minds through making healthy choices?

GLOs and SLOs (Focus of Instruction and Assessment) Inquiry Question Topic: Importance of Healthy Living
Unit Focus: Themes
KIND TO SELF - Self Love
- Self Appreciation
- Self Empowerment
- Nutrition
- Activity
- Games
- Skating

Literacy: Activities:
- Yoga Letters
Speaking and listening - Literacy Centers
- Storytime
Reading and viewing - Exploration Time
- Inquiry Projects
Writing and representing - Assembly

The child listens, speaks, reads, writes, views and represents to Resources:
enhance the clarity and artistry of communication - Books/animated books about earth
- Mr. Merkley Sports Jerseys
Makes statements related to the content of own and others’
pictures, stories or talk

Retells ideas to clarify meaning in response to questions or

comments.
Forms recognizable letters by holding a pen or pencil in an
appropriate and comfortable manner • explores the keyboard, using
letters, numbers and the space bar

Explores and experiments with new words and terms associated

with topics of interest

Experiments with rhymes and rhythms of language to learn new

words

Hears and identifies dominant sounds in spoken words

Demonstrates curiosity about visual features of letters and words

with personal significance

Connects letters with sounds in words

Prints own name, and copies environmental print and words with
personal significance

Recognizes capital letters and periods in print texts

Capitalizes first letter of own name

Shares ideas and information about own drawings and topics of

personal interest

Uses drawings to illustrate ideas and information, and talks about

them

Relates aspects of oral, print and other media texts to personal

feelings and experiences

Talks about and represents the actions of characters portrayed in

oral, print and other media texts

Talks about experiences similar or related to those in oral, print and

other media texts.
Numeracy: Activities:
- Math Centers
Develop Number Sense (continuation) - SMART Board Activities
- Full class activities/discussions
Pattern work (continuation) - Math Center open during exploration time

Use patterns to describe the world and to solve problems Resources

- Blocks
Demonstrate an understanding of repeating patterns (two or three - Cards
elements) by: - Dice
• identifying - Oh Rats Game
• reproducing - Candyland Game
• extending - Chess
• creating

Patterns using manipulatives, sounds and actions

relate a numeral, 1 to 10, to its respective quantity. [CN, R, V]

Represent and describe numbers 2 to 10, concretely and pictorially.

[C, CN, ME, R, V]

Personal and Social Responsibility: Activities:

- Literacy Centers
The child accepts and practises responsibility - Math Centers
- Exploration time
Develops a sense of responsibility for tasks at school - Inquiry Projects
 - Full class activities/discussion
Follows directions of the teacher and other school staff - Daily meetings
- Gym/Recess
The child develops positive relationships with others

The child contributes to group activities.

Develops an awareness of situations where decisions are made

Identifies ways to help

Seeks help as needed

Demonstrates awareness of the ways in which people take care of

responsibilities in the home and school.

Environment and Community Awareness: Activities

- Skating (being in rinks and exploring aspects of the rinks)
The child uses materials in the environment and community and - Mini Chefs Kitchen
becomes aware of how others use materials - Snack time and recess
- Healthy choices and benefits activities
Role-plays familiar situations; e.g., store, home, school - Matching Activities
- Inquiry Project of Unit
Recognizes that some activities or events occur at particular times;
e.g.,
recess, lunch, bedtime and seasonal changes
Physical Skills and Wellbeing: Activities
- Outdoor play
The child develops attitudes and behaviours that promote a healthy - Healthy Bodies Games
lifestyle, wellness and safety for self and others - Yoga/Mindfulness Activities
- Healthy Choices Sorting Activities
Experiences and develops locomotor skills through a variety of - Skating
activities; e.g., walking, running, hopping, jumping, leaping, rolling, - Read aloud books about sports and athletes
skipping, galloping, climbing, sliding - Videos about living a healthy life
- Inquiry Project of Unit
Experiences and develops nonlocomotor skills through a variety of - Mini Olympics
activities; e.g., turning, twisting, swinging, balancing, bending, - Sports Education
landing, stretching, curling - Mr. Merkley’s Hockey

Experiences and develops ways to receive; e.g., catching, collecting;

retain; e.g., carrying, bouncing; and send; e.g., throwing, kicking; an
object, using a variety of body parts and implements and through a
variety of activities

Experiences the basic skills in a variety of environments; e.g.,

playground

Demonstrates body and space awareness when performing space

awareness games

Experiences the basic skills of running, jumping, throwing in a

variety of environments; e.g., field.

The child assumes responsibility to lead an active way of life

Identifies general physical changes that have occurred since birth;

e.g., height, size of feet, weight and body shape

Identifies external body parts and describes the function of each

Recognizes improvement in physical abilities

Experiences cardio-respiratory activities

Recognizes personal abilities while participating in physical activity

Experiences how physical activity makes one feel

Experiences the changes that take place in the body during physical
activity

Understands the connections between physical activity and

emotional well-being; e.g., feels good

Demonstrates an understanding of basic rules and fair play

Describes and observes safety rules in the home and the school;
e.g., bathroom, kitchen, stairs, playground
Recognizes appropriate nutritional habits

Recognizes that nutritious foods are needed for growth and to feel
good/have energy, e.g., nutritious snacks

Begins to identify and observe safety rules in such situations as in

school, the school bus, pedestrian, playground, bicycle or motor
vehicle passenger safety

Recognizes that some household substances may be harmful; e.g.,

medication, household products

Identifies safety symbols; e.g., Block Parents, hazardous goods

symbols

Identifies and uses positive hygiene and health care habits; e.g.,
handwashing, dental care, wearing appropriate clothing for
prevailing conditions

Identifies unsafe situations, and identifies safety rules for

protection; e.g., avoid walking alone.

Citizenship and Identity: Activities:

- Skating
K.1.1 value their unique characteristics, interests, gifts and talents (I) - Yoga/ Mindfulness Activities
- Individual Identity Activities
K.1.2 appreciate the unique characteristics, interests, gifts and - Group Activities
talents of others: - Discussion
- Sharing/Star of the week
K.2.4 examine the characteristics and interests that bring people
together in groups by exploring and reflecting upon the following
questions for inquiry:

K.2.5 examine ways in which people create a climate of cooperation

by exploring and reflecting upon the following questions for inquiry:

Creative Expression: Activities:

- SMART Board songs, dances, activities
The child explores self-expression through creative thought and - Yoga/Mindfulness Activities
through language, art, movement, music and drama. - Wiggle Breaks
- Puppet Show
Becomes aware of why and how ideas are communicated through - Mini Play
art, music, movement and drama - Inquiry Projects
- Exploration Time
Becomes aware of how artists and musicians use such elements as
rhythm, melody, line, colour and pattern to express ideas

Begins to discover that many objects in daily life are designed or

created by artists; e.g., picture books, pottery, paintings and
sculpture
Unit Theme: KIND TO OTHERS

Duration: 4-5 weeks (November-December)

Teacher Unit Inquiry Question for Unit: How and to what extent am I unique and different to others in our class and around the world?

Why is it important to respect and cherish the different ways of living of people and places?

To what extent does belonging to a group contribute to ones identity?

GLOs and SLOs (Focus of Instruction and Assessment) Inquiry Question Topic: Me and My Unique Family
Unit Focus: Themes
KIND TO OTHERS - Kind to Others
- Difference
- Respect
- Equality
- Kindness
- Holidays
- Christmas

Literacy: Activities:
- Literacy Centers
Speaking and listening - Storytime
- Exploration Time
Reading and viewing - Inquiry Projects
- Sharing culture exercises
Writing and representing
Resources:
The child listens, speaks, reads, writes, views and represents to - Books/animated books about tradition and culture
respect, support and collaborate with others - Items from cultural traditions in or around December
- Christmas resources
Explores personal experiences and family traditions related to oral,
print and other media texts

Explores oral, print and other media texts from various communities

Shares stories, using rhymes, rhythms, symbols, pictures and drama

to celebrate individual and class accomplishments

Uses appropriate words, phrases and statements with adults and

peers when speaking and listening, sharing and taking turns

Asks and answers questions to determine what the class knows

about a topic

Listens to the ideas of others

The child listens, speaks, reads, writes, views and represents to

manage ideas and information

Seeks information from a variety of sources, such as people at

school, at home, in the community, picture books, photographs and
videos

Uses illustrations, photographs, video programs, objects and

auditory cues, to access information

Represents and talks about ideas and information; dictates to a

scribe
The child listens, speaks, reads, writes, views and represents to
comprehend and respond personally and critically to oral, print and
other media texts

Contributes ideas and answers questions related to experiences and

familiar oral, print and other media texts

Listens to and recites short poems, songs and rhymes; and engages
in word play and action song

Draws, records or tells about ideas and experiences

Talks about and explains the meaning of own pictures and print
Numeracy: Activities:
- Math Centers
Use direct and indirect measurement to solve problems. - SMART Board Activities
- Full class activities/discussions
Use direct comparison to compare two objects based on a single - Math Center open during exploration time
attribute, such as length (height), mass (weight) and volume
(capacity). [C, CN, PS, R, V]

Subitize (recognize at a glance) and name familiar arrangements of 1

to 5 objects or dots. [C, CN, ME, V]

Relate a numeral, 1 to 10, to its respective quantity. [CN, R, V]

Personal and Social Responsibility: Activities:

- Literacy Centers
The child develops positive relationships with others - Math Centers
- Exploration time
becomes aware of the needs of others and individual similarities - Inquiry Projects
and - Full class activities/discussion
differences - Daily meetings/ Circle Time

Recognizes that individuals are members of various and differing

groups

Demonstrates a positive, caring attitude toward others; e.g.,

expresses
and accepts encouragement and demonstrates fair play

Expresses needs to other children and adults in an appropriate

manner
Environment and Community Awareness: Activities:
- Inquiry Projects
The child demonstrates awareness of self and similarities and - Group Activities
differences - Daily meetings
between self and others Sharing/Discussion

Physical Skills and Wellbeing: Activities

- Outdoor play
The child acquires basic locomotor, nonlocomotor and manipulative - Recess
skills - Phys Ed Games
through developmentally appropriate movement activities in a
variety of Tag Games
environments
Physical Literacy Stations
Experiences the basic skills in a variety of environments; e.g.,
playground - Yoga/Mindfulness activities

Demonstrates body and space awareness when performing space

awareness games
Citizenship and Identity: Activities:
- Group work
 K.1, K.1.1, K.1.2, K.1.3, K.1.4 - Discussions
- Teamwork challenges/activities
K.2, K.2.1, K.2.2, K.2.3, K.2.4, K.2.5 - Puzzles
- Inquiry Projects and Questions (Class/Group)

Creative Expression: Activities:

- SMART Board songs, dances, activities (Multiple
The child becomes aware of various forms of expression Cultures)
- Celebration Videos
begins to discover that many objects in daily life are designed or - Yoga/Mindfulness Activities
created by artists; e.g., picture books, pottery, paintings and - Wiggle Breaks
sculpture - Puppet Show
Begins to connect own forms of expression to forms of expression in - Mini Play
the world around; e.g., use of collage in own work to use of collage - Inquiry Projects
in picture books and artworks, and use of particular musical - Exploration Time
instruments

Responds to and appreciates the art, music, movement and drama

of own and other cultures by viewing, discussing and creating.

Skills Taught all year, Through Play, Daily Meetings, Routines and Table Work
Through Play
- Dramatic Play Center
o Early Literacy
 Listens to feelings and experiences shared by others
 Speaks in a clear voice to share ideas and information
 Listens to the ideas of others
 Participates in class and group activities
 Finds ways to be helpful to others
 Uses appropriate words, phrases, and statements with adults and peers when speaking and listening, sharing
and taking turns
o Mathematics
 Sort a set of objects based on a single attribute, and explaining the sorting rule
 Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationship among them
o Citizenship and Identity
 K.1.1, K.1.2, K.2.1, K.2.2, K.2.3, K.S.4, K.S.5, K.S.8
o Environment and Community Awareness
 Explores and investigates objects and events in the environment
 Becomes aware of the relationship between cause and effect
 Generates ideas to make personal sense of objects, events and relationships
 explores and responds to the design and properties of a variety of natural and manufactured materials and
objects
 Describes the function of some common objects found in and around the home and the community
 Demonstrates some ways of organizing materials; e.g., collecting, arranging, creating and transporting
 becomes aware of colours, shapes, patterns and textures in the environment
 Role-plays familiar situations; e.g., store, home, school
o Personal and Social Responsibility
 Show respect for self
 Shows willingness to explore and expand, and try new things
 Shows willingness to adapt to some new situations
 Demonstrates an awareness of honesty
 Express preferences, and identifies likes and dislikes
 Follows the direction of the teacher, and other school staff
 Describes and demonstrates ways to be safe at home and away from home
 Develops an awareness of the ways in which people take care of responsibilities in the home and in the school
 The child experiences and expresses feelings in a socially acceptable way
 The child develops positive relationships with others
  The child contributes to group activities
o Creative Expression
 Uses past experiences to develop new ideas
 Uses imagination creatively in dramatic play
 Explores familiar materials in new ways
- Puzzles, Games, Blocks, Sand/Water Manipulatives
o Early Literacy
 Recites the letters of the alphabet in order
 Categorizes objects and pictures according to visual similarities and differences
o Mathematics
 Describe the characteristics of 2-D shapes and analyze the relationship between them
 Compare quantities of 1-10, using 1 to 1 correspondence
 Sort objects based on a single attribute and explain the sorting rule
 Use direct comparison to compare 2 objects base don a single attribute, such as length, mass, and volume
o Citizenship and Identity: Being Together
 K.S.5, k.2.3
o Environment and Community Awareness
 Explores and investigates objects in the environment
 Demonstrates awareness of the properties of objects and events in the environment, by: describing some
properties , sorting objects according to common properties; e.g., colour, size, shape and texture, arranging
objects or events in logical order, matching objects or events as being the same as or going together,
distinguishing between similar objects, based on one or more characteristics
 Becomes aware of the relationship between cause and effect
 Generates ideas to make personal sense of objects, events and relationships
 Role-plays familiar situations; e.g., store, home, school
 Identifies familiar shapes and symbols in the environment and community; e.g., circles, squares, stop signs and
traffic lights
 Manipulates and uses materials for a purpose
 Selects and works with a variety of materials to build structures
o Personal and Social Responsibility
 Shows willingness to explore and expand learning to try new things
 Seeks help as needed
 Selects, engages in, and completes some independent learning tasks, and seeks assistance as necessary
 The child experiences and expresses feelings in a socially acceptable way
 The child develops positive relationships with others
 The child contributes to group activities
o Physical Skills and Well-Being
 Develops fine motor skills involving finger speed, arm steadiness, arm and hand precision, finger and hand
dexterity, and the manipulation of small materials
 Develops perceptual motor skills through activities involving hand-eye coordination
 Develops an understanding of basic rules and fair play
- Art and Creative Writing Center
o Early Literacy
 Talks about own reading and writing experiences
 Connects oral language with print and pictures
 Understands that stories, information, and personal experiences can be recorded in pictures and print, and
can be listened to, read, or viewed
 Reads own first name, environmental print and symbols, words that have personal significance, and some
words in text
 Copies scribed words and print texts to assist with writing
 Represents and talks about ideas and information, dictates to scribe
 Forms recognizable letters by holding pen or pencil in an appropriate manner
 Experiments with sounds, colours, prints, and pictures to express ideas and feelings
 Prints own first name, copies environmental print and words with personal significance
 Capitalizes first letter of own name
 Shares ideas and information about own drawings and topics of personal interest
 Uses drawing to illustrate ideas and information, and talks about them
 Relates aspects of oral, print, and other media texts to personal feelings and experiences
 Draws, records, or tells about ideas and experiences
 Talks about and explains the meaning of own pictures and print
o Mathematics
  Say the number sequence 1 to 10 by 1’s
 Relate a numeral 1 to 10, to its respective quantity
 Represent the numbers 2 to 10 concretely
 Sort a set of objects based on a single attribute and explain the sorting rule
 Build and describe 3D objects
o Citizenship and Identity: Being Together
 K.1.1, K.1.3, K.S.5
o Environment and Community Awareness
 Demonstrate an awareness of the properties of objects and events in the environment, by; describing some
properties, sorting objects according to common properties
 Becomes aware of the relationship between cause and effect
 Explores and responds to the design properties to a variety of natural and manufactured materials and objects
 Demonstrates some way of organizing materials
 Selects and works with a variety of materials to build structures
 Manipulates or uses materials for a purpose
 Uses simple materials in a safe and appropriate manner
 Recognizes the need to care for materials, and uses materials without wasting them
 Becomes aware of colours, shapes, patterns, and textures in the environment
o Personal and Social Responsibility
 Expresses preferences and identifies personal likes, and dislikes
 Seeks help as needed
 The child develops a positive relationship with others
o Physical Skills and Well-Being
 Develops fine motor skills involving finger speed, arm steadiness, arm and hand precision, finger and hand
dexterity, and the manipulation of small materials
 Develops perceptual motor skills through activities involving hand-eye coordination
o Creative Expression
 Explores and expresses ideas, perceptions, feelings and thoughts in a variety of forms; e.g., art, music, drama
and movement
 Explores and experiments with patterns, movement, rhythm, sound and music
 Responds to and interprets visual images, by viewing natural forms, everyday objects and artworks
 Experiments with a variety of art materials to create two and three dimensional forms
 Experiments with line, colour, shape, texture and pattern in diverse media to explore and express ideas
 Uses past experiences to develop new ideas
 Explores familiar materials in new ways
 Becomes aware of why and how ideas are communicated through art, music, movement and drama
 Becomes aware of how artists and musicians use such elements as rhythm, melody, line, colour and pattern to
express ideas
 Begins to discover that many objects in daily life are designed or created by artists

Through Daily Meetings

- Whole Group Discussions and Problem Solving

o Early Literacy
 Talks and represents to explore, express, and share stories, ideas, and experiences
 Recites letters of the alphabet in order
o Mathematics
 Subtize (recognize at a glance) and name familiar arrangements of 1 to 5 objects or dots
 Use direct or indirect measurement to solve problems
 Use patterns to describe the world and solve problems
o Personal and Social Responsibility
 Perceives self as capable of learning
 Demonstrates curiosity, interest and some persistence in learning activities
 Identifies and begins to demonstrate effective listening
 Takes some responsibility for selecting and completing learning activities
 Develops an awareness of situations where decisions are made
 Identifies ways to help
 Seeks help as needed
 Develops an awareness of the ways in which people take care of responsibilities in the home and school
 Becomes aware of the needs of others and individual similarities and differences
 Recognizes that individuals are members of varying and differing groups
  Demonstrates a positive and caring attitude toward others
 Expresses needs to other children and adults in an appropriate manner
 Begins to develop appropriate communication skills appropriate to context
 Identifies causes of conflicts in school or in play, and with some adult assistance suggests simple ways to
resolve conflict
 Identifies ways of making friends
 Listens to peers and adults
 Takes turns in activities and discussions
 Works cooperatively with a partner or in a group
 Offers and accepts help in partner or group situations
 Performs volunteer tasks as a class
 Demonstrates sharing behaviour
 Joins in some small and large group games and activities
o Physical Skills and Well-Being
 Describes and observes safety rules in the home and in the school
 Begins to identify and observe safety rules in such situations as in school, pedestrian, playground
 Recognizes that some household substances may be harmful
 Identifies safety symbols
 Identifies unsafe situations, and identifies safety rules for protection
o Creative Expression
 Begins to recognize and respond to elements in music
 Explore and begins to distinguish among the sounds of various musical instruments
 Participates in action songs, singing games and poems
- Calendar and Kindergarten Count to 100
o Mathematics
 Say the number sequence 1 to 10 by 1’s, starting anywhere from 1 to 10, and 10 to 1
 Demonstrate an understanding of repeating patterns (2 or 3 elements) by identifying, reproducing, extending,
and creating
 Describe some characteristic of 2D shapes and analyze the relationship among them
o Citizenship and Identity: Belonging
 K.2.3, K.S.6
o Personal and Social Responsibility
 Participates actively in learning tasks
 Develops a sense of responsibility of tasks at school
- Stories and Animated Literacy
o Early Literacy
 Shares personal experiences prompted by oral, print and other media texts
 Talks about ideas, experiences and familiar events
 Talks and represents to explore, express and share stories, ideas and experiences
 Talks about favourite oral, print and other media texts
 Talks about own reading and writing experiences
 Listens to experiences and feelings shared by others
 Connects related ideas and information
 Connects oral language with print and pictures
 Understands that stories, information and personal experiences can be recorded in pictures and print and can
be listened to, read or viewed
 Expects print and pictures to have meaning and to be related to each other in print and other media texts
 Understands that print and books are organized in predictable ways
 Begins to use language prediction skills when stories are read aloud
 Asks questions and makes comments during listening and reading activities
 Recalls events and characters in familiar stories read aloud by others
 Reads own first name, environmental print and symbols, words that have personal significance and some
words in texts
 Attends to print cues when stories are read aloud
 Begins to identify some individual words in texts that have been read aloud
 Participates in shared listening, reading and viewing experiences, using oral, print and other media texts from
a variety of cultural traditions and genres, such as picture books, fairy tales, rhymes, stories, photographs,
illustrations and video programs
 Listens and views attentively
 Identifies favourite stories and books
 Relates aspects of oral, print and other media texts to personal feelings and experiences
  Talks about and represents the actions of characters portrayed in oral, print and other media texts
 Talks about experiences similar or related to those in oral, print and other media texts
 Experiments with sounds, words, word patterns, rhymes and rhythms
 Experiences a variety of oral, print and other media texts
 develops a sense of story through reading, listening and viewing experiences
 Identifies the main characters in a variety of oral, print and other media texts
 Appreciates the sounds and rhythms of language in shared language experiences, such as nursery rhymes and
personal songs
 Contributes ideas and answers questions related to experiences and familiar oral, print and other media texts
 Listens to and recites short poems, songs and rhymes; and engages in word play and action songs
 Draws, records or tells about ideas and experiences
 Talks about and explains the meaning of own pictures and print

Table Work
- Printing
o Early Literacy
 Forms recognizable letters by holding a pen or pencil in a appropriate and comfortable manner
 Follows one or two step instructions
o Physical Skills and Well-Being
 Develops fine motor skills involving finger speed, arm steadiness, arm and hand precision, finger and hand
dexterity, and the manipulation of small materials
o Personal and Social Responsibility
 Perceives self as capable of learning
 Participates actively in learning tasks
- Journaling
o Early Literacy
 Attends to oral, print, and other media texts on topics of interest
 Forms recognizable letters by holding a pen or pencil in an appropriate and comfortable manner
 Makes statement related to the content of own and others pictures, stories, or talk
 Develops a sense of a sentence
 Recognizes capital letters and periods in print texts
 Follows one or two step instructions
- Animated Drawing
o Early Literacy
 Connects oral language with print and pictures
 Expects print and pictures to have meaning and to be related to each other in print and other media texts
 Begins to make connections among sounds, letters, words, pictures, and meanings
 Hears and identifies sounds in words
 Associates sounds and consonants that appear at the beginning off personally significant words
 Hears and identifies dominant sounds in spoken words
o Physical Skills and Well-Being
 Develops fine motor skills involving finger speed, arm steadiness, arm and hand precision, finger and hand
dexterity, and the manipulation of small materials
- Numeracy/Mathematics Activities
o Mathematics
 Say the number sequence 1 to 10 by 1’s, starting anywhere from 1 to 10, and 10 to 1
 Demonstrate an understanding of repeating patterns (2 or 3 elements) by identifying, reproducing, extending,
and creating
 Describe some characteristic of 2D shapes and analyze the relationship among them
 Compare quantities of 1-10, using 1 to 1 correspondence
 Sort objects based on a single attribute and explain the sorting rule
 Use direct comparison to compare 2 objects base don a single attribute, such as length, mass, and volume
 Relate a numeral 1 to 10, to its respective quantity
 Represent the numbers 2 to 10 concretely
 Sort a set of objects based on a single attribute and explain the sorting rule

Computer Day and Other Technology During Center Time

- Meets information and Community Technology (ICT) outcomes

Gym, Daily Mindfulness and Recess
o Physical Skills and Well-Being
 Experiences and develops locomotor skills through a variety of activities; e.g., walking, running, hopping,
jumping, leaping, rolling, skipping, galloping, climbing, sliding
 Experiences and develops nonlocomotor skills through a variety of activities; e.g., turning, twisting, swinging,
balancing, bending, landing, stretching, curling
 Experiences and develops ways to receive; e.g., catching, collecting; retain; e.g., carrying, bouncing; and send;
e.g., throwing, kicking; an object, using a variety of body parts and implements and through a variety of
activities
 Experiences the basic skills in a variety of environments; e.g., playground
 Demonstrates body and space awareness when performing space awareness games
 Experiences educational gymnastics; e.g., exploring the use of different body parts, types of effort, space and
relationships
 Experiences the basic skills of running, jumping, throwing in a variety of environments; e.g., field
 describes ways, and makes choices, to be physically active daily
 Shows a willingness to participate regularly in short periods of activity with frequent rest intervals
 Participates with effort in physical activities
 Shows a willingness to listen to directions and simple explanations
 Participates in safe warm-up and cool-down activities
 Experiences moving safely and sensitively through all environments; e.g., movement activities
 Participates in a class activity with a group goal; e.g., walk a predetermined distance
 Makes choices to be involved in a variety of movement experiences
 Describes appropriate places for children to play
 Makes choices to be active
 Experiences cardio-respiratory activities
 Recognizes personal abilities while participating in physical activity
 Experiences how physical activity makes one feel